Approaches to Promoting College Readiness for English Learners

Which practices foster college readiness for students, particularly English learners? This study interviewed students, teachers and administrators to determine what college readiness means to staff and how teachers help prepare students.

Under the direction of Libia Gil, two researchers at AIR (Catherine Bitter and Laura Golden) conducted a series of interviews at five small schools in San Diego with the aim of capturing practices that foster college readiness for students, particularly practices that address the specific needs of English learners (ELs).

The sample of schools was selected to ensure a range of features across schools, such as the size of the English learner population at the school, diversity of backgrounds and language levels of English learners, gains in proficiency, types of programs, and location. Wherever possible, the researchers interviewed the principal, two teachers, and two students at each school. Interview questions included a range of topics, such as what college readiness means to staff at the school, practices in place at the school that foster college readiness for English learners, how teachers are prepared to meet the expectations of the small school, the role of parents and community, students’ experiences in attending the school, and lessons learned along the way at all levels.